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Accommodations
- supports, services and adjustments
provided to help students access the general education curriculum.
Asperger's Syndrome
- Children with Asperger's have a qualitative impairment
in social interactions with marked delays in nonverbal behaviors (i.e.. gesturing,
facial expressions, body postures); impairments in establishing peer
relationships; absence of "spontaneous seeking to share enjoyment, interests, or
achievements with others"; and delays in social reciprocity. Other
characteristics that may be present include preoccupation with one restricted
area of interest; inflexibility or rigidity, sticking to a set, sometimes
nonfunctional routine; stereotypical and repetitive motor movements; sensory
problems; movements clumsy and awkward; or preoccupation with parts or objects.
Attention Deficit (Hyperactivity) Disorder
(ADHD)
- Persistent pattern of inattention and/or hyperactivity-impulsivity that is
more frequent and severe than is typically observed in individuals at a
comparable level of development and that interferes with developmentally
appropriate social/academic functioning and adversely affects an individual's
educational performance.
Autism (AI)
- A developmental disability significantly
affecting verbal and nonverbal communication and social interaction, generally
evident before the age of three and adversely affects an individual's educational performance.
Behavior Intervention Plan
- A behavior plan set in place aimed at
setting strategies and steps for the student to succeed in the classroom.
Child Study Team
- A multi-disciplinary team that meets to
support the needs of student with academic, social and behavioral concerns.
Homebound
- Academic services are provided for
students with severe medical issues preventing them from attending school.
Individual Education Plan (IEP)
- The annually written record of a
student's educational program designed to meet his/her individual needs.
Intervention Checklist
- A checklist used to determine if
accommodations in the general education setting are successful for a student
or to determine if a child study is necessary.
Intervention Specialist
- A special education teacher who works
together with the general education staff to provide accommodations and/or
interventions in the general education setting.
- has been called mental impairment and mental retardation in the past.
A student with a cognitive impairment has an IQ of approximately 70 or
below. Low IQ is not enough to identify a student as cognitively
impaired, however; the student must also demonstrate limitations in adaptive
behavior that adversely affects an individual's educational performance. Adaptive behavior is the social and
practical skills people use to function in their everyday lives. Students
with cognitive impairments may demonstrate some or all of the following:
-
Immature behavior - may
remind you a child younger than student’s actual age
-
Immature social skills –
may not get along with same age peers
-
Below grade level reading
skills
-
Below grade level math
skills
-
Difficulty understanding
concepts
Cognitive disabilities are
determined by extensive academic and intellectual testing by licensed
professionals. These students test in the lowest 6 percentiles on
standardized reading and math tests. Their development rate is at or below
approximately 2 standardized deviations below the mean on intellectual
assessments.
Disability
- A student with a disability is a person
who is determined by an IEP (Individualized Education Program) team or a
hearing officer to have one or more of the impairments that require special
education or related services or both to be successful in school. In all
instances, no student can be identified/labeled as needing special education
services without teacher observations, various educational and psychological
testing, and in some cases, reports from medical doctors.
Emotional Impairment
(EI)
-
are behavior problems primarily in the affective domain.
-
Students with emotional impairments have a difficult
time building and/or maintaining relationships with others in a school
environment.
-
They may demonstrate inappropriate behaviors or feelings
under normal circumstances. These
students can be depressed.
-
They may also develop physical symptoms associated with
school or personal problems
-
Students with emotional impairments are not just
socially maladjusted.
-
Their behaviors cannot be a result of intellectual,
sensory,
or health factors.
-
The above adversely affects an individual's educational
performance.
Hearing Impaired (HI)
- is a hearing loss that
interferes with development or adversely affects educational performance.
Students with a severe to profound hearing loss is usually in a program
specifically designed for such students
A student with a mild hearing loss may be placed in a variety of
educational settings
Some may be in a regular education classroom with accommodations or in
special education classrooms with accommodations.
Individuals with Disabilities Education Act
(IDEA)
- A federal program which provides funds
and regulations to states and local education agencies (school districts) to
support education for children with disabilities.
Least Restrictive Environment
(LRE)
- To the maximum extent appropriate,
students with disabilities are educated with students who are nondisabled.
Special classes, separate schooling or other removal of children with
disabilities from regular classroom occurs only when the nature or severity
of the educational disability is such that education in the regular class
cannot be achieved satisfactorily with the use of supplementary aids and
services. To the maximum extent appropriate, each child with a
disability participates with nondisabled children in nonacademic and
extracurricular services and activities.
Long Term Intervention Plan
- A plan developed by both special
education and general education staff for general education students who are
at risk, to ensure adequate accommodations are made for the student in the
general education setting.
Modification
- A change in curriculum or instruction
that substantially changes the requirements of the class or substantially
alters the content standards or benchmarks.
Multi-disciplinary Education Team (MET)
- No one test or person determines a
student's eligibility for special education. The MET refers to the
team, including parent(s), teacher, and other qualified professionals who
are conducting the evaluation. The team recommends eligibility status
to the IEP.
Response to Intervention (RTI)
- Response to Intervention is an emerging
approach to the diagnosis of learning disabilities that holds considerable
promise. In the RTI model a student at a young age with academic
delays is given one or more research based interventions, which are
monitored throughout the school year.
Nursing
- The nurse handles medical situations so
that students can be successful in the classroom. Creating and
monitoring plans for peanut allergies, seizures and hygiene issues for
students with disabilities are a few of the responsibilities of the nurse.
Occupational
Therapy (OT)
- Occupational therapists (OT's) work with
fine motor skills so students can be successful in the school setting.
Physical Therapy
(PT)
- Physical therapists (PT's) work on gross
(large) motor skills so students can be successful in the school setting.
Psychologists
- School psychologists are responsible for
the testing and various evaluations to determine if a student qualifies for
special education.
Social Worker
- School social workers help students with
behavior problems and social skill deficits so they can be successful in the
school setting.
Specific Learning Disability
(LD)
-
is a disorder in one or more processes needed for understanding or in using
spoken or written language that inhibits the student when it comes to
listening, thinking, speaking, reading, writing, spelling and doing
mathematical calculations.
This includes: perceptual impairments, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia. Students with Specific Learning Disabilities are identified by their severe discrepancy between achievement and
intellectual ability in one or more of the following areas:
-
Oral expression
-
Listening comprehension
-
Written expression
-
Basic reading skills
-
Reading comprehension
-
Mathematics calculation
-
Mathematics reasoning
Speech Language Impairment
(SLI) -
Transition Services
- A coordinated set of activities that
promote movement from school to post school education, vocational training,
integrated employment, continuing and adult education, adult services,
independent living or community participation. Transition goals are
determined by the IEP team beginning at the age of sixteen.
Visually Impaired
(VI)
- A visual impairment is one that, even
with correction, adversely affects an individual's educational performance.
This includes partial sight and blindness. |
